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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Question 4
The student used various media technologies in the construction, research, and planning stages of their project. They used a Nikon D3200 camera, Apple iMac computer, Photoshop, and Premier Pro software to film footage, edit videos, and design posters, logos, and packaging. They also utilized online platforms like YouTube, Vimeo, and Blogger to upload, host, and document their work. These technologies improved their skills and allowed experimentation.
Evaluation Question 1
The document discusses how the media product challenges conventions of real music videos. It uses a narrative storyline with three characters: a girl, her boyfriend, and a stalker who follows the girl, making her appear scared. This challenges conventions by not always showing the main character happy. The performance features the singer standing still and side-on, facing the distance, rather than toward the camera as most do. The pace matches the song's beats with short shots during faster parts, following conventions while also using atypical shots in Shaun Mendez's "Stitches" video.
Initial ideas music video
This document discusses different types of music videos and provides examples of ideas for music videos for three songs. The three main types of music videos are narrative, performance, and concept-based. For the song "Opposite of Adults" by Chiddy Bang, the author proposes a narrative-based video featuring teenagers acting like children around London. For The Weeknd's "The Hills," a dark and mysterious concept is discussed using one main character and dark imagery. Finally, for "Do It Again" by Pia Mia, an upbeat party scene is suggested using shots of a party and one female main character.
Question 7
The document compares the student's process for their preliminary task versus their main horror film opening task. For the preliminary, there was little planning, unfamiliarity with techniques, and a rushed approach. For the film opening, the student did extensive research on horror conventions, spent significant time planning locations, costumes, sound, and editing techniques. This more thorough process led to a higher quality final product that better achieved genre conventions.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
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Top 20
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
Question 4
The student used various media technologies in the construction, research, and planning stages of their project. They used a Nikon D3200 camera, Apple iMac computer, Photoshop, and Premier Pro software to film footage, edit videos, and design posters, logos, and packaging. They also utilized online platforms like YouTube, Vimeo, and Blogger to upload, host, and document their work. These technologies improved their skills and allowed experimentation.
Evaluation Question 1
The document discusses how the media product challenges conventions of real music videos. It uses a narrative storyline with three characters: a girl, her boyfriend, and a stalker who follows the girl, making her appear scared. This challenges conventions by not always showing the main character happy. The performance features the singer standing still and side-on, facing the distance, rather than toward the camera as most do. The pace matches the song's beats with short shots during faster parts, following conventions while also using atypical shots in Shaun Mendez's "Stitches" video.
Initial ideas music video
This document discusses different types of music videos and provides examples of ideas for music videos for three songs. The three main types of music videos are narrative, performance, and concept-based. For the song "Opposite of Adults" by Chiddy Bang, the author proposes a narrative-based video featuring teenagers acting like children around London. For The Weeknd's "The Hills," a dark and mysterious concept is discussed using one main character and dark imagery. Finally, for "Do It Again" by Pia Mia, an upbeat party scene is suggested using shots of a party and one female main character.
Question 7
The document compares the student's process for their preliminary task versus their main horror film opening task. For the preliminary, there was little planning, unfamiliarity with techniques, and a rushed approach. For the film opening, the student did extensive research on horror conventions, spent significant time planning locations, costumes, sound, and editing techniques. This more thorough process led to a higher quality final product that better achieved genre conventions.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research on conventions, locations, sound, and editing software. This resulted in a much higher quality final product that closely followed horror genre conventions.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning and research resulted in a higher quality final product for the film opening compared to the preliminary task.
Question 7 2
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
Question 7
The document compares the filmmaker's process for a preliminary short film task versus their main film opening task. For the preliminary, there was little planning, research, or attention to conventions. However, for the main opening they spent significant time: 1) researching horror film conventions, 2) planning locations, costumes, sounds, and story, 3) finding suitable actors through casting, 4) choosing an appropriate soundtrack, 5) using professional editing software, and 6) implementing lighting, titles, and sounds that fit genre conventions. This extensive planning and research resulted in a higher quality final product.
Evaluation question 5
The document discusses how the filmmakers attracted their target audience of 15-25 year olds, particularly 15-18 year olds, to their horror film opening. They used a teenage female actor to appeal to both males and females. Research showed horror appeals to both genders. The opening both followed and challenged horror conventions to attract audiences familiar with the genre but also offer some originality. Social media, particularly Facebook, was used to promote the film and engage audiences by sharing production updates and images. An engaging opening sequence with unanswered questions was important to attracting audiences to watch the full film.
Evaluation Question One
The document discusses how the film uses and challenges horror film conventions in its opening. It conforms to conventions through using an isolated derelict location, intense music, rope and tape as props to show the character being tied up. However, it also challenges conventions by showing a warm cosy house at first, everyday props like a phone and toothbrush, and normal clothing. The film title "Delusion" and production company logo fittingly conform to horror conventions while balancing challenging conventions makes the opening successful at being both unique and clearly a horror film.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Production companies
This document lists various major film production and distribution companies based in the United States, including Sony Picture Classics, Warner Bros Pictures, Disney Pictures, Pixar, Marvel Studios, Lions Gate Entertainment, and Summit Entertainment. Many of the companies listed have had success with animated films, superhero films, and family-friendly productions.
Classifications
The document discusses various film classification ratings in the UK. U classification means films are suitable for all ages 4 and over and can contain mild language or violence. PG allows more violent or scary content but must show unsafe behaviors as unacceptable. 12A and 12 ratings mean children under 12 must be accompanied by an adult and can show stronger language, violence, and sexual content. The 15 and 18 ratings have no restrictions on themes but 15 limits very strong content while 18 allows all content for adult viewers.
Classifications
The document discusses various film classification ratings in the UK. U classification means films are suitable for all ages 4 and over and can contain mild language or violence. PG allows more violent or scary content but must show unsafe behaviors as unacceptable. 12A and 12 ratings mean children under 12 must be accompanied by an adult and may contain stronger language, violence, and sexual content. The 15 and 18 ratings permit increasingly graphic or explicit violent, sexual, or offensive content but are restricted to older age groups.
Genre conventions
Horror films typically use isolated settings like abandoned buildings, forests, and islands to induce fear. Effective sound effects include loud crashes, banging, footsteps to build tension. Horror film music often starts calm and increases in tempo during scary events, or uses unsettling violin notes. Common props that add to horror include masks, knives, dolls, and mirrors, which are regularly featured in scary movies to unsettle audiences.
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research on conventions, locations, sound, and editing software. This resulted in a much higher quality final product that closely followed horror genre conventions.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7 9
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, unfamiliarity with techniques, and a rushed process. For the film opening, the student did extensive research, planning, and practice of techniques. This included researching locations, sound, lighting, titles and more to create a high quality product that followed horror film conventions. The increased planning and practice of techniques resulted in a major improvement from the preliminary task.
Question 7
The document compares the student's process for their preliminary task and film opening task. For the preliminary task, there was little planning, research, or attention to conventions. For the film opening, the student learned from this and put extensive effort into planning, research, casting, editing, sound, lighting, and following genre conventions. This resulted in a much higher quality final product for the film opening task.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning and research resulted in a higher quality final product for the film opening compared to the preliminary task.
Question 7 2
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this and put extensive effort into planning, researching conventions, finding suitable locations and actors, choosing an appropriate soundtrack, and considering elements like lighting and titles. This level of planning improved the quality of the final film opening product.
Question 7
The document discusses the differences in approach between the filmmaker's preliminary task and main film opening task. For the preliminary task, there was little planning, research, or attention to conventions. However, for the film opening the filmmaker learned from this experience. They placed a strong emphasis on planning, research, evaluating other films, finding suitable locations and actors, selecting an appropriate soundtrack, and considering lighting and other technical elements. This extensive preparation led to a higher quality final product that better followed film genre conventions.
Question 7
The document compares the filmmaker's process for a preliminary short film task versus their main film opening task. For the preliminary, there was little planning, research, or attention to conventions. However, for the main opening they spent significant time: 1) researching horror film conventions, 2) planning locations, costumes, sounds, and story, 3) finding suitable actors through casting, 4) choosing an appropriate soundtrack, 5) using professional editing software, and 6) implementing lighting, titles, and sounds that fit genre conventions. This extensive planning and research resulted in a higher quality final product.
Evaluation question 5
The document discusses how the filmmakers attracted their target audience of 15-25 year olds, particularly 15-18 year olds, to their horror film opening. They used a teenage female actor to appeal to both males and females. Research showed horror appeals to both genders. The opening both followed and challenged horror conventions to attract audiences familiar with the genre but also offer some originality. Social media, particularly Facebook, was used to promote the film and engage audiences by sharing production updates and images. An engaging opening sequence with unanswered questions was important to attracting audiences to watch the full film.
Evaluation Question One
The document discusses how the film uses and challenges horror film conventions in its opening. It conforms to conventions through using an isolated derelict location, intense music, rope and tape as props to show the character being tied up. However, it also challenges conventions by showing a warm cosy house at first, everyday props like a phone and toothbrush, and normal clothing. The film title "Delusion" and production company logo fittingly conform to horror conventions while balancing challenging conventions makes the opening successful at being both unique and clearly a horror film.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Codal analysis
This document analyzes the codes and conventions used in the openings of three horror films. It examines the visual, audio, technical, narrative, and enigma codes in the openings of Dead Silence and The Conjuring. For Dead Silence, it discusses how quick cuts, dark lighting, eerie music, close-ups, and blurred shots are used. It also notes the narrative follows the creation of a ventriloquist doll. For The Conjuring, it outlines the use of a doll close-up, dialogue, varied shots, and a narrative where girls explain strange events involving a doll.
Production companies
This document lists various major film production and distribution companies based in the United States, including Sony Picture Classics, Warner Bros Pictures, Disney Pictures, Pixar, Marvel Studios, Lions Gate Entertainment, and Summit Entertainment. Many of the companies listed have had success with animated films, superhero films, and family-friendly productions.
Classifications
The document discusses various film classification ratings in the UK. U classification means films are suitable for all ages 4 and over and can contain mild language or violence. PG allows more violent or scary content but must show unsafe behaviors as unacceptable. 12A and 12 ratings mean children under 12 must be accompanied by an adult and can show stronger language, violence, and sexual content. The 15 and 18 ratings have no restrictions on themes but 15 limits very strong content while 18 allows all content for adult viewers.
Classifications
The document discusses various film classification ratings in the UK. U classification means films are suitable for all ages 4 and over and can contain mild language or violence. PG allows more violent or scary content but must show unsafe behaviors as unacceptable. 12A and 12 ratings mean children under 12 must be accompanied by an adult and may contain stronger language, violence, and sexual content. The 15 and 18 ratings permit increasingly graphic or explicit violent, sexual, or offensive content but are restricted to older age groups.
Genre conventions
Horror films typically use isolated settings like abandoned buildings, forests, and islands to induce fear. Effective sound effects include loud crashes, banging, footsteps to build tension. Horror film music often starts calm and increases in tempo during scary events, or uses unsettling violin notes. Common props that add to horror include masks, knives, dolls, and mirrors, which are regularly featured in scary movies to unsettle audiences.
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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